Idara-e-Taleem-o-Aagahi’s  (ITA) Update : Response to the Earthquake

 

ITA is a member of the Education and Protection Clusters established in Islamabad coordinated by the UN in general and UNICEF in particular. 

 

Strategy Developed for ITA’s work

 

The strategy adopted by ITA combines both relief and rehabilitation work simultaneously

 

It is concurrently working on protection and education as the two are overlapping.

Education is an entry point to address several needs, the most dominant being protection (managing trauma, stress, loss at multiple levels, health care  and disabilities)

 

Education and learning are therapeutic as both individual and collective experiences, going beyond the subject based approaches to more holistic non-compartmentalised  reflections on : survival, spirituality and human creativity. 

 

Addressing comprehensive learning needs of communities : age range 2-45 years and beyond..

 

Partnerships at the heart of ITA’s work at local, national and international levels

 

ITA is working with,  and through local communities so eager to participate in their own regeneration and reconstruction as well as livelihoods

 

ITA is working with the government to help in institutional strengthening through local level planning and public policy responsive to an emergency … a challenge and an opportunity to rethink systems for the future. 

 

The work in AJK will entail a transient presence for technical support and facilitation for as long as it is required by the AJK government and its people.

Two districts selected: Muzzafarabad and Bagh 

 

All hiring will be done locally to provide livelihoods to local people, who are highly educated and committed.   

 

Stages:

Assessment: :Relief shelter, food ;  MoUs; Education/Protection service delivery   

   

Partners thus far :

Ministry of Social Welfare and Special Education,  MoE,  UNICEF; Save the Children UK ; Hassan Mujtaba; OUP;  Volunteer Educators /trainers.. ITACEC UK; SNPET ; Iqbal Deane USA; Philanthropists; AfED .  

 

Fundraiser planned in UK on December 2nd 2005 “ Indus Inspirations” www.itacec.org, www.snpet.org

 

Generous Support required from all concerned  payable to  “ Idara-e-Taleem-o-Aagahi”

 www.itacec.org

 

 

       

Survey : Needs Assessment             

Two forms designed and one translated for the Education Cluster:

The survey  is underway in Muzafarabad and Bagh districts by ITA and community survey teams.

One survey has been completed for 222 families in tehsil  Muzafarabad & another 250 forms have been filled for a community in Bagh tehsil. Early results will be shared by Monday.  

 

Needs assessment through three focused visits to Muzaffarabad and Bagh districts in AJK

Slides from the National Plan of Action of the Government of Pakistan  :

www.itacec.org

 

 

 

Establishment of Offices by ITA                               

Two offices have been set up in a very modest manner:

 

  1. Muzzafarabad Address

Focal Person:  Mir Faisal  Hamid

Near Black Fort, Shukat Lines

Muzafarabad

058810-43210

0335-810191

 

  1. Beer Pani - Bagh

Focal Person: Mr.Ijaz Khan

S/O M. Roshan Khan

Beer Pani, Tehsil & Dist Bagh

Phone: 49348-7, 97

                                               

Relief Goods Distributed in both districts       

·         60 Tents;  60 Tarpulins ; 170 quilts ; 165 Sleeping Bags

·         Basic Food to 100 families

·         Winter Clothes  

·         Over 350 tents on the way including , 600 blankets and warm clothes shipped from USA)  

 

Tents received for education activities From UNICEF                                           

36 small ones and 05 big ones (promised)

Tents distributed to two locations near Garhi Dupatta :                                        

16 set up already in Akharayala Parthama for education purposes

(Mr. Hassan Mujtaba, Mr. Farooq Jamil, Mr. Iqbal Deane (USA) and many Philanthropists supporting the efforts). 

 

Schools set up            

Three set up with 8 tents each already with enrolment of 150 near Garhi Dupatta  

Akharayala Parthama. Government teachers reported back to work in these tents with pleasure and spirit. Children celebrated the return of education.   

 

Learning Materials for children                    

The first consignment distributed to the tents already set up.  This includes:  

200 sets of school bags /stationery boxes

1200 exercise books                                          OUP

200 slates and chalks sets

TRC Pehla Taleemi Basta                                 05 Kits

Alif Laila                                                          10 Kits

Primary Learning Kits NEEQ                            2

Oxford University Press Library Materials (supplied free of cost by OUP)  8 cartons       

AV aids/washing lines

Floor Mats 15 (Size 9 ‘x 12’)                              15                                

First Aid Kits                                                    5

 

Human Resources Mobilized

Trainers                                                6 trainers identified (more to be finalized)              

 

School Improvement Team                    6

 

Special Needs Specialist                        1

 

Ed. Public Policy Planning                      2

 

Human Rights RPs                                2-3 in Muzaffarabad                             

 

Training in Trauma Management      3 key personnel from ITA by HRDN             3 more for t                                                                 training on 2nd November 

 

List of Volunteers/ Teacher Trainers in Bagh :

Mohammad Farooq

SST Biology

R/O Village Beer Pani Tehsil & Distt Bagh

Phone # 49348, 49374- 129

 

Mrs. Nazir Jan

SST Biology

R/O Village Beer Pani Tehsil & Distt Bagh

Phone # 49348, 49374- 97

 

Mohammad Sarfaraz Khan

S/o Mir Ahmed khan

R/O Village Beer Pani Tehsil & Distt Bagh

Phone # 8720-49348-49374-197

 

Mohammad Azam Khan

Lower Jaber

R/O Village Beer Pani Tehsil & Distt Bagh

 

Dilbhar

S/O Mohammod Yosif

Naka

R/O Village Beer Pani Tehsil & Distt Bagh

 

Mohammad Jehangir Khan

Jabber

R/O Village Beer Pani Tehsil & Distt Bagh

Phone # 49348, 49374- 1o7

 

Sadique Baig

Akhrali

R/O Village Beer Pani Tehsil & Distt Bagh

Phone # 49348, 49374- 30

 

Aurang zeb Chunghtai

DPE

S/O Mirzaman Khan,

R/O Village Beer Pani Mahallah Nakar,

 Tehsil & Distt Bagh

Phone # 37-17-195

 

Prof. latif Khan

Muhallah Thandi Kasi

R/O Village Beer Pani Tehsil & Distt Bagh

 

Shar Afsar

S/O Mir Alum Khan

Mori, Village Beer Pani Tehsil & Distt Bagh

Phone # 49348, 49374- 172

 

Nadir Shaikh

S/O shah walli

Jabber: R/O Village Beer Pani Tehsil & Distt Bagh

 

Manzoor Khan

Village Beer Pani, Dosa  Tehsil & Distt Bagh

Phone # 49348, 49374- 129

 

Manzoor Hussain

Jaber / Kala Pani

R/OVillage Beerpani, Distt. Bagh

 

Zubaida Ishaq

Indrort, Rerh Ban

Bagh, AJK

 

District and Villages Identified for ITA’s possible work :

District Tehsil  Muzafarabad

  1. Akharayala       (Govt. Girls Primary School)
  2. Parthama          ( Govt. Middle school)  
  3. Noor Gran        (Govt. primary School)
  4. Pijja
  5. Shar Bandi
  6. Ningroor
  7. Hundi               (Private Primary School)
  8. Serola
  9. Paish
  10. Chamen Kotli Azeem Khan       (Govt. Middle School)
  11. Chamen Kotli Nawab Khan       (Govt./ Private Primary Schools
  12. Narran Shareef
  13. Mastala                                    (Govt. Primary School)
  14. Banu Mahala
  15. Gundi
  16. Sangrh Abbasi                           (Govt. Primary School)
  17. Qamar Pandi                             (Govt. Middle School)
  18. Jothla Dara                               (Govt. Primary School)
  19. Patian

 

  Tehsil HatiianLthis could be delayed due to early Snows) 

 

  1. Chinari
  2. Kathai
  3. Hernai
  4. Karthama
  5. Lesla
  6. Lami Patian
  7. Karali Hurla
  8. Dhong
  9. Selmia
  10. Serbala
  11. Para pindi
  12. Patr

 

District & Tehsil  Bagh:

 

1.       Beer Pani (Govt. girls Collage/ Govt. Sec. School/ Govt. Girls Middle School/ Primary School - Read Foundation School / Safa Model School)

2.       Sandrot

3.       Kaja

4.       Charian

5.       Rerh Ban

6.       Saden Gali

 

 

Two MOUs Designed for signing with :

- the AJK Government (Depts. Of  Social Welfare and Education)

- local Communities in each area that ITA is working in l

Hired Personnel in Bagh

 

1.      Mr. Mahmood Farooq

SST Biology

R/O village Beer Pani ( kalar), Tahsil & Distt Bagh

Phone: 49348- 49374-129

Teacher

 

2.      Mrs. Nazir Jan

SSt Biology,

R/O village Beer Pani ( kalar), Tahsil & Distt Bagh

Phone# 97

FSC, BA,  B.Ed

 

List of Persons for finalization of positions

           

            Mrs. Farruk Mir

            Lawyer

            Muzzafarabad

 

    Assistant Coordinator, Trainers)

Mr.Ijaz Khan

S/O M. Roshan Khan

Beer Pani, Tehsil & Dist Bagh

Education: F.A

Phone: 49348-7, 97

 

Iram Gull ( Assistant)

D/O Gull Ahmad

Beer Pani, Tahsil & Distt Bagh

Education: F.A

Phone: 49348-7, 89

 

Nusrat Farooq ( Coordinator)

D/O M. Farooq

Beer Pani ( kalar), Tahsil & Distt Bagh

Education: F.A

Phone: 49348-7, 129

B.A B.Ed

 

Naseem Akhtar( Coordinator)

Beer Pani (kalar), Tahsil & Distt Bagh

B.A B.Ed

 


ITA’s core team working on the Earthquake

 

Baela Raza Jamil    

Beena Raza

Saima Hasrat

Fawad Virk

Fouzia Butt

Fakhra Gakhar

baela@itacec.org, itacec2000@yahoo.com

beena@itacec.org, been.raza@gmail.com

saimah@itacec.org

fawad@itacec.org

fakhra@itacec.org

 

 

Idara-e-Taleem-o-Aagahi

House # 2-A (UF), Street # 40,

F-6/1, Islamabad

051-9218959

0333-5360630

 

Idara-e-Taleem-o-Aagahi (ITA)

2nd Floor, Cricket House

20 Jail Road, Lahore

042-7535270-1

0300-8439829


Annex:

 

Project Title:

“Enabling Relief through Safe Places, Education & Life Skills Support”

 

Goal :

To assist the people and government of AJK in relief and rehabilitation work through inclusive education and learning.

 

Objectives:

 

In the next 18 months to :

1.   Provide relief and rehabilitation to four clusters and two camps immediately in AJK (Muzzafarabad and Bagh) through enriched learning and education programs 

 

2.   Design an integrated relief, safe play, life skills/health and inclusive education program through a consultative process with local beneficiaries and government/civil administration

 

3. Undertake area specific household survey to ascertain emergency needs for a transparent relief package. (Survey already underway)

 

4. Organize and register local youth groups for implementation of the program interventions with complete technical support by ITA teams

 

5.   Provide training support to teachers and youth animators in education, care and lifeskills

 

6.   Provide institutional strengthening and planning support to the Government of AJK (relevant departments)    

 

7.   Monitor the interventions through a database and monitoring system for easy updates and well integrated information system linked to the macro relief efforts for AJK 

  

Education & Learning  Needs Matrix  - All programs will  be designed to strengthen and reconnect to the Formal Education Systems; its planning, reconstruction and strengthening . Where no formal systems existed the programs will create a basis for new learning opportunities ensuring protection and healing through Education                            

 

 

 

 

The Basic Education strategy constitutes

·              Safe play areas for children – the play areas must be free from hazards and fit in with the rest of the community.. inclusive education/health/trauma support.

·              Establish formal and non formal education/learning  activities to enhance children’s sense of safety, stability and to strengthen their life skills and coping mechanisms.

·              Education and recreation initiatives promote and enable equal participation for girls, boys and by children with disabilities.

·              Create adult-supervised recreational activities for children that promote safety and positive social integration.

·              Provision of integrated literacy and skills program for livelihood gains

 

Beneficiaries: 5,000 (age groups 2-45 specifically & all ages) Indirect 40,000  

Funding total requirements: US $  500,000  (35% setting up costs due to terrain and no previous establishment of ITA in AJK)

 

Methodology

 

1.   Assessment at household level and one general area/survey (already developed and in operation)  - Two forms developed to ensure households needs and identity are clearly established for transparency and accountability  (annex)

 

2.   Institutional linkages and formal MoU with the Civil Administration/Government as well as local communities on nature and scope of work

 

3.   Identification of local educated youth (girls and boys) to become the implementation agency/partners and ITA will provide the necessary technical know how and monitoring support ..  The local committee comprising of youth will be registered with Social Welfare Department.    

 

4.   Interventions on relief, protection/education /special needs will be designed locally with the community and the respective departments of education.

 

Areas Selected for Action

 

  1. Parthama/ Akhariyala (20 kilometers from Muzaffarabad, near Garhi Dupatta) (annex map)
  2. Birpani  and Surral near Sudden  Gali  in Bagh District  

(two more clusters to be decided in both districts)

 

Camps to be selected in collaboration with AJK Govt. UNICEF & Save the Children UK

 

The programming must be consultative, flexible and sensitive to age, gender and local context.  Special needs will be responded to as per need of the area.

Programming Possibilities by age group

 

Age Group 0-5 :  An   ECCD program for early childhood care and development

The Program:

I.          An early stimulation and care program located in flexible environments.. ensuring 

- Safe Play Areas;  - Care and

-  Health, Nutrition , Special needs rehabilitation where required .. referrals as well 

-  Make shift Shelter../safe place 

For each area the program must cater for 25 to 75 children. Teacher –Student Ratio 1:25 

 

II.         Materials : Early Learning/ Play ;   Fantasy and learning corners in open learning environments  :

TRC materials ; Alif Laila Kits ; SCF USA list/School in a Box list;

Recreational materials

First aid kits 

 

III.        Assessment : Individual Assessment Portfolios/files  to document health and learning milestones 

 

IV.       HR &Training :

Local teachers /youth and mothers if available hired for

Gender  preference : Women

Training provided for three days at local sites

Training manuals to be prepared through a two day intensive session using an eclectic mix of materials already available .. ensuring linkages if needed to special needs 

Resource persons from ITA, government and non-government organizations

Age Goup 6-11  Primary – Basic Education Program  - Child Friendly Schools/learning program 

The Program :

I.          A catch up program for formal school goers which is child friendly and with a back to school orientation

A non-formal basic education program for those who did not formally go to school –

For Both groups : Safe Play Areas; Child Friendly Program: An Enrichment Program through health, reading and life skills clubs

  1. Catching Up & Reconnecting with Formal Education Program

-         Psycho Social Care – coping with trauma through a balanced Life Skills/ILFE  approach 

-         Assessment of learning levels   and special needs if any

-         Textbooks and learning materials access to all target students

Assessment /Exams

-         Examination of Class III, V through mobile examination teams at agreed camp sites 

         II- Non-Formal Basic education program for those who have not been to school

-         Assessment of learning levels.. previous learning experiences, Quranic literacy

-         Psycho Social care – Life Skills

-          Health & Special Needs issues

II.         Materials: formal textbooks; repackaged NFBE materials; School in a Box; Supplementary Reading Materials for Reading Aloud and improving learning levels .. Balanced Language Program approaches ; life skills materials; first aid kits; basic equipment and stationery  materials;

 

III.        Assessment :  Individual Assessment Portfolios to document milestones 

Assessment - Examination of Class III, V through mobile examination teams at agreed camp sites 

 

IV.       HR &Training :

Local govt. teachers if any /youth and mothers if available hired for

Gender  preference : Women

For each school with 100 or 150/175  children there must be survivor government teachers 3 -4 and two to three para teachers with a focus on education and life skills support. It is assumed that government teachers will be paid by the DoE as they are still on government payrolls, whilst para teachers will be paid by the project.    

Training provided through flexible agreed durations  at local sites/clusters with an initial emphasis on psychosocial needs of both children and teachers/parents   

Training materials   to be prepared through a two –three day intensive session using an eclectic mix of materials already available: Resource persons from government and non-government organizations

 

Age Goup 12-18 + :  2 Groups : I. Middle, Secondary and Higher Secondary  Group &  II. The  Functional Literacy Group

I. Program  - Catch up group

For those who have been in schools:

I. Catching Up & Reconnecting with Formal Education Program

-         Psycho Social Care – coping with trauma through a balanced Life Skills/ILFE  approach 

-         Assessment of learning levels   and special needs

-         Textbooks and learning materials access to all target students

-         All practicals for science, computer science and home economics to be waived for 2005-2006 where this is not possible

    Assessment /Exams

-         Examination of Class IV & VII through mobile examination or local designated teams at agreed camp/area sites

-         Examination of VIII, IX, X,XI, XII through declared exam centres with mobile teams and for those in Islamabad, Fateh Jang camps at FDE centres

-         Chakwal & other NWFP, Punjab districts in designated schools for Quake Victims  

 

It is important to discuss assessment of class IX upwards with IBCC, Federal BISE and Federal Directorate of Education (FDE) . this can be coordinated through the MoE and/or with Chairman IBCC

 

II.  For those who have never been to any formal learning program, functional Literacy and vocational skills for livelihoods and empowerment 

-      Assessment of level through a combined instrument for trauma and psychosocial  care..special needs

-     A  functional literacy materials package – 6 months to 1 year  with vocational skills to address livelihood needs

 

III.   Materials:

Group I. Formal school textbooks; SRMs for an Enrichment Program ; Primary equipment kits: NEEQ; First aid kits;  stationery supplies , 

Individual Assessment Portfolios/files  to document health and learning milestones

 

Group II . Literacy materials already in use in Punjab, NCHD, etc.

Vocational equipment worked out through various rapid assessment options and linkage to micro credit 

 

Assessment Milestone Portfolios … samples with ITA

IV. HR & Training

Formal Learning Levels:

- Survivor teachers be given first option of work as therapy & livelihood

- Local hiring of graduate teachers .. BA at least  - Gender Preferences : Mixed

-  Trainers from local and outside areas with skills in psycho social care / life skills, content and assessment systems … FDE trainers also to be formally involved at this level through their Training Dept and MoE 

Training in trauma management;  use of textbooks & engagement with assessment systems and formal departmental  arrangements 

 

Duration : 1 year to 18 months for both programs until government and/ or communities are  ready to take over..

 

Literacy and Vocational :Ages 12 + 35  who have never been to schools but need livelihoods and life coping strategies.

The functional literacy  program will be a mix of literacy and  numeracy skills defined broadly as well as vocational skills for entrepreneurship. Health, recreation and lifeskills will be added for this age group to enable them to reconnect with their situation and become productive once again. This will be a one year program and mid way linkages will be sought with the micro-credit agencies who are providing support to the affected areas; Bait ul Maal, Pakistan Poverty Alleviation Fund, Khushali Bank etc.

 

Local teachers with some vocational skills .. mobile training teams with a combination of literacy and vocational trainers. For each group of 50-60  learners three teachers will be hired to cover literacy/numeracy, vocational and lifeskills/health special ed.  program  

Gender – mixed as required for girls and boys

Assessment :  Individual Assessment Portfolios will be  prepared at the beginning to assess learning and health baselines. The portfolios will contain  learning and achievement milestones as well as medical history.

Textbooks :  Series from AIOU /Punjab NFE and supplementary readers together with vocational learning materials.

Special vocational equipment as per needs  

 

Institutional Linkages and close inter-cluster /inter departmental interaction

 

a.         The training sub-group is already working on the materials and approaches. There is a rich source of comparative materials ready for adaptation and selection

 

b.         Linkages to other clusters: The protection cluster is already working on gender, special needs; protection issues which again can be linked… and interfaced with.  The same applies to the health and nutrition cluster interface…  

 

c.         It is important to work with the Departments of Education and local stakeholders for preferences, options and linkages to reconstruction… 

 

d.         MOE will be  budgeting massively in PSDP  2006-2007 for Reconstruction and Rehabilitation of the service delivery and education departments strengthening (GDP 4% ) . The planning wing of MoE must be kept fully in the loop for program, strategic approaches, costing, budgets together with the respective depts of education in NWFP and AJK. … MoE will need this help for putting a PC I for this specific budget lines and interventions i

 

The Role of Idara-e-Taleem-o-Aagahi (ITA):

The ITA will ensure:

-         implementation of the agreed activities

-         proper warehousing and distribution of supplies,

-         monitoring of the use of supplies provided by SCF UK ,

-         proper and timely disbursement of funds advanced by SCF UK ,

-         a statement of expenditure, substantiated with original vouchers, as soon as possible after completion of activities, but not later than three months after date of payment,

-         the possibility of SCF UK staff and donor representatives to observe the activities, and

-         a final report on the implementation of this intervention

 

 

Rehabilitation of  Schools

School in a Box  (UNICEF and Variations) and other adaptations of this will be adjusted to local needs and supplies will be provided so that the learning (including textbooks), recreational, psycho social and primary health/hygiene needs of the children and youth can be fulfilled.

A list of potential items will be prepared, cleared with local partners, SCF UK, UNICEF and the Government for flexible and efficient procurement    

 

Core areas of work required include :

Perform an assessment of the situation of the Education Sector in the affected area to form the baseline data, identify needs and make monitoring of the project possible.

·        Three assessment forms have been developed and translated. 
Household level data (urdu) to assess loss/damage and disability

·        Area level for facility assessment

·        Education Assessment : A software has been developed to enter the data. Data collection is already underway

·        Needs survey and design of an integrated relief, safe play, life skills/health and inclusive education program

·        Programme implementation using local youth groups, local teachers with ITA technical support..  

·        Provision of training support to teachers and youth animators in education (formal –non-formal), care and life skills

·        Institutional strengthening of and planning with  local/AJK government 

·        To monitor  interventions through a database and monitoring system for easy updates and well integrated information system linked to the macro relief efforts for AJK 

 

1.      Provide supply for creating temporary learning spaces, and making learning, teaching, and recreational activities possible

 

School in a Box and adaptations of this concept adjusted to local needs and supplies will be provided so that the learning (including textbooks), recreational, psycho social and primary health/hygiene needs of the children and youth can be fulfilled.

 

A list of potential items will be prepared, cleared with local partners, SCF Alliance UNICEF and the Government for flexible and efficient procurement    

     

2.      Provide awareness on safe  drinking water, hygiene and primary health care  in and around schools

In collaboration with the local community, and with know how of the WES teams this requirement will be implemented. ITA has a full fledged primary health care programe which includes training and lesson plans on good hygiene practices. These will be implemented through teachers and child to child approaches   

 

3.      Provide psychosocial support for teachers and students to accelerate resumption of educational activities in schools.

As part of the education cluster (teacher sub-group) and the protection cluster there is a great deal of material available. There has been concurrence on agreeing to a certain minimum level of information and practices which will be imparted to teachers through mobile and cluster based training teams to ensure that the teachers and students can fully engage in therapy and healing processes through education. Reading Aloud, creative writing, drama will be used as options for meaningful interaction. 

Local animators will be used for this work who will be trained and sensitized in issues pertaining to emergencies and disasters.        

 


Education- Disability Checklist… 

 

 

General Principles

 

  • Ensure non-discrimination when providing assistance and accessibility for all.

 

  • Make a special effort to identify, locate and register the disabled and other vulnerable groups.

 

  • Include disability issues into all your assessments: make sure that the data can be used for interventions and focuses on the specific needs of the disabled

 

  • Fully consult and involve people with disabilities in decision making and planning of the disaster response to ensure that all responses take into account disability considerations. Ensure access to all information for the disabled and other groups at risk.

 

  • Raise awareness and advocate for the rights and needs of people with disabilities among government, military, law enforcement personnel and humanitarian workers

 

 

·        Ensure temporary schools provide for minimal accessibility levels

 

·        Ensure reconstruction plans for schools provide for minimal accessibility levels.

 

·        Ensure and monitor attendance of disabled children.

 

·        Make special effort to make educational and training opportunities as inclusive as possible.

 

·        Integrate non-discrimination and protection messages (including on the rights of the disabled) into emergency (and regular) school curricula.